博士 / 國立高雄師範大學 / 教育學系 / 100 / A critical ethnography of multi-ethnic elementary school’s native language teaching：
With special references to identity and difference of multiculturalism.
Abstract
This study was aimed at inquiring into the processes of curriculum transformation of native language teaching in a multi-ethnic elementary school. The main topics were focused on the relationship between teacher’s ethnic consciousness embedded in their teaching believes and the distribution of school resources.
In order to do so, an approach of critical ethnography has been empolyed for two years. Research data were collected mainly by participant observation and interview of Holo teaching(six teachers), Hakka teaching(four teachers), and Indigenous language teaching(four teachers). Data analyses were conducted with the view of multicultural education in general and the concepts of “identity” and “difference” in particular to help critically exposing and disclosing the focal phenomenon as well as challenging or changing teachers’ thinking, instruction, and lives in school.
The main conclusion of this study is briefed as follows:
In curriculum:
1.Native language teachers’ forming and developing of ethnic consciousness are connected to their life experiences responsive to cultural transmission through native language teaching. The introductions of their ethnic cultures, the proper pronunciation of languages, and the experiences of ancestors are of their main concern.
2.Ethnic relations, for native language teachers, appear to be short of inter-subjective interactions, self-reflection and mutual understanding. Students’ ethnic consciousness raising may be related confinedly to their parents and teachers.
3.Native language teachers have shown obviously different phenomenon in teaching and school lives: Hokka teachers are united by alliance, Holo teachers lack of interacting, and indigenous teachers’ strong duties but students lack of learning motivation.
4.The textbook presents mostly the images of ‘national language.’ Teachers have to arrange many sorts of activities to enhance and expand students’ learning interests to tackle the gap between their operational curriculum and students’ experiences.
In resource:
1.Resources are likely to be manoeuvred by the school administrative power that has the tendency to make decision preoccupied with the dominant majority viewpoints.
2.In such a multi-ethnic school, to be engaged vigorously in native language teaching, an individual teacher should be both aware of the diversity of cultures and able to pursue sorts of resources.
In structure:
1.Native language teachers who have the benefit of resources in the school but others lack supporting system.
2.The native language which pupils learned in school and used at home is more likely to show better teaching effect. Their parents or grandparents are inclined to encourage them to learn and thus demonstrate better interactions.
3.Systems or programs supporting further education and training of different ethnic teachers have to be created or designed. Multicultural literacy can be improved through personal interactions, democratic dialogue, and critical self-reflection. A well system of native language assessment is thought necessary to help the younger generation understanding their own and other’s languages and cultures .
The suggestions for further research are briefed as follows:
1 More literature, especially journal papers relating to families of indigenous people and ‘marriage-immigrant women’ and their conceptions and competence of native language, has to be grasped to help expanding the border and the vision of cultural differences and identities.
2.The discussion and dialogue between native language teachers of different ethnic groups must be better arranged as the conducting of focus group research method.
The suggestions for teachers teaching native language are briefed as follows:
1.Rethinking the representation of Taiwain’s Native Language Day and redesigning the curriculum of the single group learning.
2.Assessing the effects of native language learning and establishing the assessing system.
3. Discussing and redistribution the resource of school for native language teaching and learning.
| Identifer | oai:union.ndltd.org:TW/100NKNU5332113 |
| Date | January 2012 |
| Creators | Ou Chiou Hui, 歐嬌慧 |
| Contributors | CHUANG SHENG YIH, 莊勝義 |
| Source Sets | National Digital Library of Theses and Dissertations in Taiwan |
| Language | zh-TW |
| Detected Language | English |
| Type | 學位論文 ; thesis |
| Format | 250 |
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